In an effort to improve the educational opportunities of children and young people in vulnerable life situations and to ensure their social participation opportunities, the German education system is increasingly focusing on the development of a cooperation between schools and social-work. The conceptual cooperation of diametrically different organisational cultures professions changes both the organization (school) as well as the social practice and the professional self-understandig of the actors involved, including conflictual interactions (hierarchic labelling processes, implicit notions and prejudices, power relations, etc.). In order to manage this transformation process successfully, based on a common, multidisciplinary educational and organisational approach it is essential to implement and institutionalize these subjects in teacher education to develop new practice of interorganizational cooperation. The explorativ findings of this paper are empirically based on problem-centered, semi-structured interviews (Witzel 2000) with eigth teachers and two school leaders and a group discussion with seven school social workers, who work with a shared concept at six different schools. Additionally a survey on school-development-processes was carried out based on eight problem-centered semi-structured interviews with eleven teachers and four socio-educational professionals of a youth welfare support organisation which compares the development of their cooperative relationship in the joint design of an all-day school concept of a primary school. All transcripts of the interviews were analyzed using content analysis of inductive category development. The professional relationship of the actors involved - as the basically part of the organizational transition to reach inclusive alliances (Booth & Ainscow 2011) - is to understand as a slowly developing interpersonal trust relationship which is complicated by divergent understandings of cooperation: Teachers/school-leaders refer to delegation, while socio-educational actors assume mutual cooperation and postpone professional claims. A hierarchical imbalance of power between the professions can be marked, which represents a significant barrier towards successful organisational cooperation.

Booth, Tony & Ainscow, Mel (Eds.) (32011): Index for Inclusion. Developing Learning and Participation in Schools. Bristol: CSIE Witzel, A. (2000). Das problemzentrierte Interview. Forum: Qualitative Sozialforschung, 1(1), o.A. http://www.qualitative-research.net/index.php/fqs/article/view/1132/2519